UNIVERSITY OF RIZAL SYSTEM

PILILLA RIZAL
GRADUATE STUDIES PROGRAM

Quality of National Policies in the Philippines

Debate Points
KENNETH C. FERRER
E.M. 402 ECONOMICS AND POLITICS OF EDUCATION │ Rolando C. Cruzada, DPA Professorial Lecturer

The last decade has witnessed significant government focus on quality service
delivery and good public administration. Significantly driven by two broad factors: public
sector inefficiencies, and liberal economic ideology, these reforms have emphasized
public service that is high in quality, efficient, continually improving and responsive to the
needs of the people and provided in a manner that is transparent, accountable,
participatory and predictable, in terms of the application of the rule of law.

The Aquino III administration took office at the time when corruption was perceived
to have undermined the economy and the credibility of the country
(http://www.gov.ph/aquino-administration/good-governance-and-anti-corruption/). The
President believed that the nation needed transformational change and a vision of
governance beyond political survival and self-enrichment
(http://www.gov.ph/about/gov/exec/bsaiii/platform-of-government/).

Turning these challenges as opportunities to change mindsets and systems, the

administration instituted a comprehensive set of policy reforms and good governance
initiatives that aspires to engender a culture of integrity, accountability and transparency
in the country. This was anchored on Aquino III’s campaign slogan of “tuwid na daan”
(literally translated as “the straight path”) arguing that “kung walang corrupt, walang
mahirap” (, i.e., “if there is no corruption, there are no poor”).

 The Philippines has been among the dynamically emerging markets in the
region with its sound economic
 fundamentals and highly skilled workforce. Growth in the Philippines is
on average about 5% since 2002, significantly higher than the rate
achieved in the previous two decades
(http://www.worldbank.org/en/country/philippines/overview).
 Amid global uncertainties and a string of calamities that hit the country that
included typhoon Haiyan (Yolanda), the economy posted 7.2% GDP
growth in 2013, driven by the robust services and industry sector, and
boosted by strong household consumption and government spending.
Growth momentum was maintained at 6% in the first half of 2014, and
remained one of the fastest in East Asia region, surpassed only by China
(7.4%) and Malaysia (6.3%)
Governance Cluster within the Cabinet was also formed in 2011 under E.O. 43,
which was tasked to pursue the following:
 Upholding transparency in government transactions and commitment to combating
graft and corruption
 Strengthening of the capacity of government institutions to link their respective
budgets with performance outcomes and enabling citizens and civil society to
monitor and evaluate these
 A professional, motivated, and energized bureaucracy with adequate means to
perform their public service missions
 Improvement of public sector asset and resource management and revenue
performance
 Establishing an improved policy and regulatory environment that will reduce the
cost of doing business in the country and improve competition (E.O. 43 s 2011).

As explained in the Governance Cluster Action Plan for 2011-2016, these outcomes are:

Outcome 1. Improved transparency and citizens’ empowerment

Transparency, as defined, is the exercise of openness in government processes, actions, and
decisions through regular disclosure of pertinent information to the public, ensuring citizen’s
access to information on government affairs, and effectively communicating to the public (UNDP
1997). In its broadest sense, empowerment is the expansion of freedom of choice and action. It
means increasing one’s authority and control over the resources and decisions that affect one’s
life. As people exercise real choice, they gain increased control over their lives (Governance
Cluster, 2011)

Sub-Outcome 1.1. Improved access to information

Access to information as mandated by law (Article 3, Section 7 of the 1987 Philippine Constitution)
is a requisite for good governance. Further, various policies have been issued that mandates
LGUs to make local plans, reports, and budgets publicly accessible. These include provisions
from the Local Government Code and the Government Procurement Reform Act. Information
disclosure is not an end in itself, but elements of transparency should be considered, such as
accessibility, timeliness, and quality of disclosed information.

Sub-Outcome 1.2. More meaningful citizens’ participation in governance

processes
Good governance entails opening as many areas of governance as possible to the participation
of stakeholders, particularly civil society groups, grassroots organizations, business, academe,
and development partners, among others. Crucial areas for participation are the planning and
budgeting process and monitoring government performance.

Outcome 2. Strengthened public sector performance

Sub-Outcome 2.1. Strengthened public financial management and accountability

Public Financial Management (PFM) is a system of rules, procedures and practices for
government to manage public finances. It encompasses budgeting, accounting, auditing, cash
management, management of public debt, revenue generation, and public reporting on public
sector financial operations. PFM seeks to address the key challenges of controlling government
spending and making agencies operate efficiently and effectively. It drives government policy-
makers, managers, and implementers to ask: Is government spending within limits? Is it spending
on the right things? Does it obtain best value for money? In the long run, a sound PFM contributes
to better delivery of government services to the people (Governance Cluster 2011).

Sub-Outcome 2.2. Improved performance management and monitoring systems

Performance monitoring, evaluation, information, and reporting are essential components of an
effective and efficient performance management system. Crucial to measuring performance is
how it leads to results and how these results contribute to a higher order goal. One mode of
performance management is through an incentives system where good performance is rewarded.
Similarly, good performance of the public sector leads to effective and efficient delivery of services
to the people. This could pertain to frontline services of national and local governments that are
regularly accessed by citizens for personal and business concerns.

Sub-Outcome 2.3. Enhanced delivery of frontline services

As defined in the Anti-Red Tape Act (ARTA) of 2009, frontline services refers to the process or
transaction between clients and government offices or agencies involving applications for any
privilege, right, permit, reward, license, concession, or for any modification, renewal or extension
of the enumerated applications or requests. Enhancing the delivery of these services is a change
that will be directly felt by the citizens. Improving business-related services such as registering a
business name and securing permits is an effective method to attract investors, thereby
contributing to economic growth.

Sub-Outcome 2.4. Enhanced delivery of justice

When good governance is practiced, it ensures that those who are in power exercise fairness in
managing public institutions and resources. It necessitates a system that not only enforces order
but deters wrongdoing of citizens through punishments. Efficient delivery of justice translates to
adherence to the principles of equitable, fair, and impartial administration of justice. It also entails
a system that is adequate, inclusive, responsive, and sensitive to the rights of victims, accused,
offenders, marginalized or vulnerable groups, and the general public.

Outcome 3. Improved anti-corruption measures

Sub-Outcome 3.1. Greater accountability of public servants

According to Robert Klitgaard (1998), monopoly of power, when combined with discretion and
absence of accountability, will result to corruption. Thus, the formula Corruption = Monopoly +
Discretion – Accountability. Article XI of the Philippine Constitution outlines provisions for the
accountability of public officers. Further, Republic Act No. 3019 or the Anti-Graft and Corrupt
Practices Act defined what constitute corrupt practices. These may include persuading, inducing,
or influencing another public officer to perform an act violating any rules or regulations duly
promulgated, or receiving any gift in connection with any government contract or transaction.

Sub-Outcome 3.2. Intensified efforts to prevent smuggling and tax evasion

As defined in the Tariff and Customs Code of the Philippines, smuggling generally refers to the
importation of prohibited commodities, as well as the misdeclaration/
misclassification/undervaluation of imported goods or products. On the other hand, tax evasion
refers to an illegal practice where a person, organization, or corporation intentionally avoids
paying its true tax liability. Both smuggling and tax evasion practices reduce government’s
revenues that will affect the capacity of government to provide for the needs of its citizens.
Outcome 4. Improved policy environment for good governance

Sub-Outcome 4.1. Greater support for the passage of priority legislations on

transparency, accountability, participation, and anti-corruption
Policies provide the enabling environment to deter corrupt practices. Policies are
necessary to make good governance more enforceable—that is, mandating
transparency, accountability, and participation in government operations. Further, one of
the modes to sustain good governance practice is by institutionalizing the reforms in our
government processes. Existing policies need also to be amended to adapt to a changing
political, social, and economic environment (Governance Cluster 2014).

Source: Policy Reforms to Improve the Quality of Public Services in the Philippines1
Maria Fe Villamejor-Mendoza, DPA2

Philippine Education For All 2015: Implementation and Challenges

 A clear evidence of the value placed on education is the proportion of the national
government budget going to the sector. The Department of Education (DepEd),
the country’s biggest bureaucracy 1 , is given the highest budget allocation among
government agencies each year as required by the 1987 Philippine Constitution
 The 1987 Constitution likewise guarantees the right to education of every Filipino.
It provided that, “The State shall protect and promote the right of all citizens to
quality education at all levels and shall take appropriate steps to make education
accessible to all.”
 The right of every Filipino to quality basic education is further emphasized in
Republic Act 9155 or the Governance of Basic Education Act of 2001. Along
with Republic Act 6655 or the Free Secondary Education Act, these laws
reaffirm the policy of the State to protect and promote the rights of all Filipinos by
providing children free and compulsory education in the elementary and high
school level. This pertains to six years of free tuition fees for children aged 6 to 11,
and free four years of secondary schooling for those aged 12 to 15.
 Basic education is being handled by the DepEd while college is under the
Commission on Higher Education (CHED) and vocational/technical and non-
degree training under the Technical Education and Skills Development
Authority (TESDA), which is under the Department of Labor and Employment
(DOLE). TESDA runs a variety of skills development centers throughout the
country. Although being overseen by CHED, local colleges, however, are being
operated by local governments as indicated in the local government code.
 DepEd also handles the alternative learning system (ALS) for out-of-school youths
and adults through its Bureau of Alternative Learning System (formerly Bureau of
Non-formal Education). Islamic educational institutions or Madaris (plural of
Madrasah) are also under the jurisdiction of DepEd, although most operate
independently of each other and exist without passing through the standardization
process. Most madaris are privately-owned and rely on the support of the local
community or donors.
  In 1990, there was a World Declaration on Education for All (EFA) in Jomtiem,
Thailand, which prescribed that Basic Learning Needs shall be met for all by
various means. As a response, the Philippines crafted and implemented the 10-
year EFA Philippine Plan of Action covering 1991-2000. The EFA plan articulated
the country’s national goals, objectives, policies and strategies, as well as the
regional program for implementation for the first decade of the EFA movement.
Under the 1991-2000 Plan (EFA 1), the thrusts included:
-Early Childhood Development
-Universalization of Quality Primary Education
-Alternative Learning Systems

Policies, Programs and Projects to achieve EFA targets

1. The Governance of Basic Education Act of 2001 (Republic Act 9155) provides
the legal basis for the decentralization of basic education management and
governance to the level closest to the learners – the school and community. The
DepEd started the adoption of policy on Principal Empowerment in mid-1990s
when some of the administrative and instructional supervision functions of the
divisions were delegated to school heads.
2. Projects were also implemented to build the capacities of the different levels,
particularly the schools and the division offices. DepEd implemented the Third
Elementary Education Project (TEEP) and the Secondary Education
Development and Improvement Project. Both projects were financed through
loans from the World Bank, Asian Development Bank (ADB) and the Japan Bank
of International Cooperation (JBIC). These projects covered the identified poorest
provinces nationwide under the government’s Social Reform Agenda. Specific
support provided to the schools and divisions under the two projects were for the
implementation of school-based management (i.e., training on the preparation and
implementation of a school Improvement plan, resource mobilization and
management) and putting in place a decentralized basic education management
system at the division level. The projects also supported initiatives to build the
capacity of the division office in strategic planning, monitoring and evaluation and
financial management.
3. The increasing gross enrolment rate in early childhood education programs by both
public and private schools in recent years can be attributed to the implementation
of the Early Childhood Care and Development Act or Republic Act No. 8980.
Signed on December 5, 2000, the law is considered a landmark in the country’s
education history as it provides the national policy that institutionalizes an
integrated and comprehensive system of early childhood care and development.
It also serves as the blueprint for the country’s entire program for children 0 to 6
years old.
4. Formal Basic Education
-Pursuit of Quality through Curricular Reforms. The curriculum is the heart
of the educational system.. In 1999, the policy direction was for
decongesting the curriculum. That led to the formulation of the Basic
Education Curriculum for the elementary level and the Restructured Basi
Education Curriculum for the secondary level.
-The policy of indigenization of the curriculum led to development of
localized curriculum materials that took into account local culture. In school
year 2005-2006, the Standard Curriculum for Elementary Public Schools
and Private Madaris was implemented. The curriculum upholds the
country’s commitment to provide quality education opportunity to all
children, irrespective of their race, color, religion or culture.
-Quality Assurance Strategies through Testing and Assessment. A new
student assessment scheme was introduced in school year 2002-2003. It
included a diagnostic test administered to Grade IV pupils at the start of the
school year to determine learning gaps
-Reading skills are a major concern of the educational system. Through the
Philippine Informal Reading Inventory (Phil-IRI), the reading proficiency
level of elementary pupils is assessed and evaluated. Results of the pre-
test serve as the basis for implementing interventions for children below the
standard reading level
-Quality Improvement through School-wide Reforms. n 1999, DepEd
through Order No. 230 started the implementation of School-Based
Management to support the realization of the country’s educational goals
and objectives on (1) basic education as a right; (2) access to, equity in and
improved quality of basic education; (3) improving learning outcomes; and
(4) community and local government engagement.
-Quality Improvement through Teacher Development Programs -Project on
Strengthening the Support System for School-based INSET
Institutionalization. / Increasing the Number of Teaching Positions Yearly /
-Sector-Wide Strategies to Improve Access, Equity, Quality and Efficiency
School resources including classrooms, desks/armchairs, computers,
textbooks, teachers, principals, school operating expenses and other
instructional equipment/materials are critical in making teaching-learning
more effective. They help improve access and educational efficiency.
 DepEd taps other sources such as the local governments’ Special
Education Fund collected from 1 percent of the real estate tax,
congressional support by convincing members of Congress to view
educational assistance as an alternative way of using their Priority
Development Assistance Fund, private support and from aid
agencies such as World Bank, ADB, JBIC, AUSAID,, JICA and
UNICEF. During the EFA mid-decade implementation period, the
Third Elementary Education Project and the Secondary Education
Development and Improvement Project were implemented in 26
provinces identified as among the poorest in the country.
 Another means of augmenting school maintenance resources is the
National Schools Maintenance Week, also known as Brigada
Eskwela (School Brigade), launched on May 2003. The program
capitalizes on the “bayanihan” (voluntarism) spirit, where people in
the community including the LGUs, local business and concerned
 citizens/parties help in the repair, maintenance, beautification and
refurbishing of schools. Donations come in the form of cash, free
labor and construction materials
 Other national agencies also extend support to the education sector.
The Department of Labor and Employment, for instance, used the
framework from the Adopt-A-School Program and the model
provided by the Federation of Filipino Chinese Chambers of
Commerce, Inc. to solicit support for the basic education sector from
the overseas Filipino community. Adopt-a-School Program,
formalized by Republic Act 8525, is DepEd’s vehicle in mobilizing
support from the private and non-government sectors. Based on a
menu of assistance packages developed, interested companies
sponsor certain school programs/projects. Through a program
initiated by DTI, a city, municipality or province can contract a loan
from the National Development Corporation (NDC) for the
construction of school buildings.

The National Disaster Risk Reduction and Management Plan (NDRRMP) fulfills the
requirement of RA No. 10121 of 2010, which provides the legal basis for policies, plans
and programs to deal with disasters. The NDRRMP covers four thematic areas, namely,
(1) Disaster Prevention and Mitigation; (2) Disaster Preparedness; (3) Disaster
Response; and (4) Disaster Rehabilitation and Recovery, which correspond to the
structure of the National Disaster Risk Reduction and Management Council (NDRRMC).
By law, the Office of Civil Defense formulates and implements the NDRRMP and ensures
that the physical framework, social, economic and environmental plans of communities,
cities, municipalities and provinces are consistent with such plan.

DepEd Orders and Policies

 D.O. 62 s.2011 –IPED Education

 D.O. 26 s.2013 –IPED Fund
 D.O. 21 s.2014 –Adopting IPED Curriculum Framework
 D.O. 42 s.2017 –Professional Philippine Standards for Teachers
 R.A. 9155 –Principal Empowerment
 D.O. 47 s.2017 –Omnibus Policy on Kindergarten Education
 R.A. No. 10157 – Kindergarten Education Act
 D.O. 2 s.2015 –Results-based Performance
 D.0. 13 s. 2016 -MOOE